On the Cutting Edge of Creativity: The Use of Art Projects in Community College Science Classes.

Price, Elsa C.

This paper reports on the results of a class experiment in which advanced Human Anatomy and Physiology and beginning General Biology science students selected a science project using art as the medium of expression and demonstration. Students were allowed to select their own project, with the instructor's approval. Once a project was decided upon, students were allowed to work independently or in small, self-selected project groups and given 3-4 weeks to complete the project. Before the project selection, students completed two assessment instruments: the Self Index of Modality Tendencies and the Teaching Learning Preference Inventory. Students were given their instrument results and encouraged to work with students with different learning styles. Assessment instrument results from both classes were compared. Most students agreed with their assessed learning styles and preferred to work in groups when using visual and manipulative materials in the laboratory setting. Most felt this method reduced their anxiety regarding learning the laboratory materials. In general, it was found that the addition of the hands-on art projects and cooperative learning into the science class helped students to retain information better, be more motivated and creative, and be more interested in class activities. It is suggested that small differences between the results from the two class surveys regarding working alone may be related to differences in the types of materials and the concepts learned in the two classes. Appendixes contain a list of project criteria, questionnaires, and tables. (Contains 16 references.) (NAV)